Toward a Theory of Teacher Community
Bibliographic Data
| ID | 23328902 |
|---|---|
| Authors | Pamela Grossman (Stanford University), Sam Wineburg (0000-0002-4838-1522, University of Washington), Samuel Wineburg (University of Washington), Stephen Woolworth (University of Washington) |
| Year | 2001 |
| Volume | 103 |
| Issue | 6 |
| Pages | 942-1012 |
| Publication date | 2001-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1111/0161-4681.00140 |
| OpenAlex | W2043237015 |
| Language | EN |
| Citations received | 190 |
| References cited | 34 |
The authors use their experience with a professional development project to propose a model of teacher community in the workplace. They describe a project that brought together 22 English and social studies teachers (and a special education and ESL teacher) from an urban high school over a period of 2 10 2 years. The teachers met twice monthly to read together in the fields of history and English and to create an interdisciplinary curriculum. This detailed account of the first 18 months of the project offers new definitions of professional community and its development and illuminates the challenges involved in community formation. One of these challenges is the need to negotiate the “essential tension of teacher community” or the tension between professional development geared to learning new pedagogical practices and that devoted to deepening teachers’ subject matter knowledge in the disciplines of instruction. The authors—who deliberately built this tension into the project—claim that these two facets of professional development must both be respected in any successful attempt to create and sustain intellectual community in the workplace. The authors describe the challenges of maintaining diverse perspectives within a social group and how familiar fault lines—both in society and in school—threaten the pursuit of community. The article includes a model of the markers of community formation as manifested in participants’ speech and action and concludes with a discussion of why we should care about professional communities for teachers.
Community development · Community organization · Curriculum · Negotiation · Pedagogy · Political science · Professional development · Professional learning community · Public relations · Publishing · Social science · Sociology · Subject (documents) · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Law · Teacher Education and Leadership Studies
The Impact of Professional Learning Communities on English Teacher Belief Change
Nested networks and neighbour interactions
Challenges New Science Teachers Face
High School English Language Arts Teachers’ Argumentative Epistemologies for Teaching Writing
Backtalk
Relocating Research on Teacher Learning
How Should Research Contribute to Instructional Improvement? The Case of Lesson Study
Revisiting Professional Learning Communities to Increase College Readiness
Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
School District Educational Infrastructure and Change at Scale
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Attending to Problems of Practice
Escribir en comunidad
Online Communities of Practice
Entgrenzungen. Beiträge zum 28. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft
Writing in community
District Policy and Teachers’ Social Networks
Policy Implementation and Cognition
Teacher collaboration
Professional communities and student achievement – a meta-analysis
Developing interpretive power in science teaching
Stichwort
Disciplinary Literacies and Learning to Read for Understanding
The Elusive Search for Teacher Collaboration
Inside and Outside
Coping With Uncertainty in Teacher Mentoring
Preparing Teachers for a New Era
Learning to Teach Multicultural Science
The Cellular Construction Workshop
Aligning support structures for out-of-field secondary teachers
Apprendre par la communauté de pratique pour enseigner le raisonnement mathématique par le jeu
Enhancing Early Childhood Educators’ Skills in Co-regulating Children’s Emotions
From beginning to mature
Beyond Traditional Lesson Study
Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts
Network Analysis of Survey Data to Identify Non-Homogeneous Teacher Self-Efficacy Development in Using Formative Assessment Strategies
Designed for Practice, Practical for Design
Mathematics Teacher Educators’ Decisions in a Time of Crisis
Stories That Teachers Tell
Group Goals in Teacher Team Meetings
The Parts and Parcel
Inquiry-Based Knowledge Transformation
Another brick in the wall of ed-tech failures? A systematic literature review of the Fatih project in Turkey from the perspective of in-service teachers
The Interrelation between teachers’ sense of professional agency and perceived professional recognition
Interdisciplinary learning in the humanities
Narrated pedagogical emotions as a resource for teacher professional learning
From cooperation to collaboration
Doing math and talking school
A capital framework for professional learning and practice
Towards an organic model of collaborative practice in a post-primary school setting – insights from a teaching and learning group (T&L Club)
Leadership in teacher design teams for professional development
‘I don’t assess children this way’ – how do disagreements about assessment support (or limit) teacher on-the-job learning
Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities
Back to the future
How do we build and sustain a teacher community? The case of Korean language teachers
Four years of collaboration in a professional learning community
A Systematic Review of the Literature on Inservice Professional Development Explicitly Addressing Race and Racism
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development
Teacher learning in communities of practice
Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces
The social organisation of talk-in-interaction at work in a language teacher professional community
Teacher collaborative inquiry into practice in school-based learning communities
Stabilizing and Destabilizing the “Ideal” Teacher in a Rural Teacher Book Group
How OER can support teacher collaborative learning to enact equitable teaching practices
Collaboration between subject teachers and special education teachers in Finnish lower secondary schools
The humanities meet STEM
Lecturers’ engagement in communities of practice for publishing in reputable journals
The paradoxical nature of whiteness-at-work in the daily life of schools and teacher communities
Ethical dilemmas of youth participatory action research in a democratic setting
Practice change in environmental education
Investigating the Potential of Using Social Network Analysis in Educational Evaluation
When empty stomachs become flattened identities
Professional learning communities in Singapore and Shanghai
Daily practice of Won -Buddhism
A qualitative analysis of teacher design teams
Whole-some Artifacts
Professional growth in adaptive teaching competence as a result of Lesson Study
Opening the black box
Messy collaboration
There's no referee on social media”
Teaching portfolios, community, and pre-service teachers’ professional development
Lesson study design features for supporting collaborative teacher learning
Locating learning in teachers’ communities of practice
Video as a tool for fostering productive discussions in mathematics professional development
Mobile instant messaging for professional learning
Mapping teacher education domain
Behind the scenes of reflective practice in professional development
Assisting teacher collaborative discourse in professional development
Fostering teacher learning in VET colleges
Status and inquiry in teacher communities
Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
Stages of collaboration and the realities of professional learning communities
Teachers at the zone of proximal development – Collaboration promoting or hindering the development process
Developing whole school pedagogical values—A case of going through the ethos of “good schooling”
Conceptualizing the work of facilitating practice-embedded teacher learning
Mathematics professional development for elementary teachers
Coming to know in the ‘eye of the storm’
Examining the development of a teacher learning community
Teacher candidate performance assessments
Teaching in global collaborations
Discourse Markers
Creating a Female Dominion in American Reform 1890–1935
Cognitively Guided Instruction
Design Experiments
Toward a Design Science of Education
Chapter 6
Personalization of Mass Media and the Growth of Pseudo-Community
The Persistence of Privacy
Development through participation in sociocultural activity
Grand Conversations
In the company of colleagues
The Link Between Identity and Role Performance
The Collision of Military Cultures in Seventeenth-Century New England
Content as Context
Revisiting Voice
Between Memory and Différance
Wrinkles in Time and Place
When the Problem Is Not the Question and the Solution Is Not the Answer
On the Reading of Historical Texts
Community Within a Community
Bowling Alone
Reading Abraham Lincoln
An Identity Theory Approach to Commitment
The Silenced Dialogue
The Clash of Civilizations
Central Problems in Social Theory
| Unique citing works | 190 |
|---|---|
| Citations per year | 7,92 |
| Citation span | 2002 - 2026 (25) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 177 |